Carl Perkins Program Self-Evaluation for FY 2013 Kansas Board of Regents - Career and Technical Education

Transcription

1 Carl Perkins Program Self-Evaluation for FY 2013 Kansas Board of Regents - Career and Technical Education Institution: Neosho County Community College Perkins Program: Nursing Lead Instructor(s): Pam Covault Date: 01/09/2013 The purpose of the Carl Perkins Technical Education Act of 2006 is to continuously improve the quality of Career and Technical Education programs. Federal legislation specifies that the Kansas Board of Regents must monitor the performance of local institutions receiving funding. Program Self-Evaluation: Each of the following Core Indicators and Topics is directly connected to requirements set forth in the Perkins legislation. Please see the Resource Guide at the end of this document for a description of the Core Indicator values and the required Perkins Program Improvement elements. Based upon your analysis and an in-depth knowledge about your Perkins program, please evaluate your target and actual core indicator values for FY 2011 and the program topics for the past 2 3 academic years and provide recommended Improvement Strategies. Note: This evaluation is program specific; institutional elements will be addressed in the Institutional Self-Evaluation. Self- Evaluation Categories Core Indicators of Performance Strengthen Academic & Technical Skills Link Secondary/Postsecondary CTE All Aspects of an Industry Use of Technology Professional Development Program Evaluation Initiate, Improve, Expand, & Modernize CTE Sufficient Size, Scope & Quality Core Indicators of Performance Technical Skill Attainment (1P1) Target: 204 Actual number: 194 Actual %: 95 Improvement Strategy: Meets or exceeds target (highlight successful activities) N/A (CIP code not included on KBOR Technical skill/credential list) Below target (provide brief narrative for improvement strategies): A systemic program review plan has been developed and a portion of the plan is reviewed at every faculty meeting. A piece of this plan is curriculum review. Additionally, nursing faculty participate in the college Outcomes Assessment plan at the end of each of their courses. Faculty attend continuing education offerings to keep current on nursing and education knowledge. 38% of the full time faculty and 87% of the part-time faculty work in nursing practice in addition to their faculty role. Credential, Certificate, Diploma Attainment (2P1) Target: 204 Actual number: 194 Actual %: 95 Improvement Strategy: Meets or exceeds target (highlight successful activities) Below target (provide brief narrative for improvement strategies): Smaller faculty to student ratios permit student access to instructors. Instructors meet with students who are not performing well to help them to develop a remediation plan to strengthen their performance. ATI assessment examinations are used to periodically assess the students' knowledge base and give the students an idea of how they are performing compared to like programs and all programs nationally. ATI also provides an opportunity for the

2 student to develop remediation based on their performance on these examinations. A nurse tutor is available to students online as well. Pg. 1 of 9 Student Retention or Transfer (3P1) Target: 96 Actual number: 86 Actual %: 90 Improvement Strategy: Meets or exceeds target (highlight successful activities) Below target (provide brief narrative for improvement strategies): Nursing students are given the opportunity for online tutoring. Nursing faculty also meet with students who are not successful on course assignments to assist them in developing a remediation plan, when indicated. Information about BSN completion programs is available to students. A full time retention/recruiting specialist for all CTE programs was hired by the college. Representatives of BSN programs are invited to participate in a recruitment fair at each site. This gives students the opportunity to get additional information about BSN completion. Student Placement (4P1) Target: 124 Actual number: 114 Actual %: 92 Improvement Strategy: Meets or exceeds target (highlight successful activities) Below target (provide brief narrative for improvement strategies): The nursing program administration sponsors a recruitment event at both Chanutel and Ottawa locations. Vendors at this event include health care facilities looking to hire and education institutions promoting their BSN completion program. Many of the students are already working in the healthcare environment as PNs and are just promoted from their current position at the same employer as they complete their ADN education. When health care institutions are in need of nurses, this information is passed along to students via . Non-Traditional Participation (5P1) Target: 333 Actual number: 37 Actual %: 11 Improvement Strategy: Meets or exceeds target (highlight successful activities) Below target (provide brief narrative for improvement strategies): Continue to develop means for advertising to the male student population. Non-Traditional Completers (5P2) Target:194 Actual number: 23 Actual %: 12 Improvement Strategy: Meets or exceeds target (highlight successful activities)

3 Below target (provide brief narrative for improvement strategies): Continue to explore student remediation opportunities with these students. Required Perkins Program Improvement Elements: 1) Strengthen Academic & Technical Skills Pg. 2 of 9 Perkins Legislation: Strengthen the academic and career and technical skills of student participating in career and technical education programs, by strengthening the academic and technical education components of such programs through the integration of academics with career and technical education programs through a coherent sequence of courses, such as career and technical programs of study described in section 122 (1)(A) Section 135(b)(1) Current Actions (including source (Local or Federal) and use of funds): Developed simulation facilities in order to provide realistic health care environment for students to practice and develop technical and critical thinking/clinical reasoning skills. These facilities allow for the development of clinical scenarios that will expose students to patient experiences that are higher acuity situations, giving the students time to think through the patient situation and respond without causing harm to the patient. The funds were used specifically to purchase equipement to update the lab with current equipment this included: 18 single-sided bedside computer units totaling $30,038, 22 electronic monitors to be located over the hospital beds totaling $19, , a bariatric lift unit at $11,762.06, otoscope and ophthalmoscope (4 totaling $785.80), adult venipuncture and injection training arm (2 totaling $998.00), a pulse oximeter at $59.99, a decubitus wound care model at $547.75, a carrying case for the model at $66.00, a Summit LifeDop 150 Non-Display Hand-Held Doppler with SD8 Probe ($408.75) and its 120V recharge adapter ($24.95), an injection pad deltoid for Sim Man (2 totaling $60.95), a Noelle Postpartum perineal Insert at $50.00 and a Summit Doppler ABI Kit with Aneroid, 2 Cuffs, Forms, Chart, and ABI Video for $ NOTE: that equipment for the simulation lab at NCCC is used for the RN and PN programs, and for some of the programs in Allied Health. So the impact is across several CTE programs of study. Improvement Strategy: Continue to build simulation program in hopes of expanding the total number of hours of clinical each student can experience in the simulation environment. Ulitmately, the goal is to achieve 20% of the total clinical hours in the simulation environment. This will require the expansion of simulation faculty and ongoing training for the faculty in the area of simulation nursing education. Develop a plan that will allow for maintenance and improvement of simulation equipment as needed. 2)Link Secondary/Postsecondary CTE

4 Perkins Legislation: Link career and technical education at the secondary level and career and technical education at the postsecondary level, including by offering the relevant elements of not less than 1 career and technical education program of study described in section 122 (1)(4) Section 135 (b)(2) Current Actions (including source (Local or Federal) and use of funds): Recruitment fairs are schedule twice a year, one in the fall in Ottawa and one in the spring in Chanute. Institutions with BSN completion programs are given the opportunity to participate in these events so that students can visit with representatives face to face. Improvement Strategy: Have faculty formally develop a remediation plan with the student when performance in not demonstrating competency. Engage students in discussions about the importance of educational advancement in nursing. Develop formal articulation plans with BSN programs to make transfer to the BSN education level more seamless Continue to offer institutions with BSN completion programs the opportunity to talk with students at the recruitment fairs. 3) All Aspects of an Industry Perkins Legislation: Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences.section 135 (b)(3) Current Actions (including source (Local or Federal) and use of funds): Nursing students are required to complete a clinical component of each course, with the exception of the Dosage Calculations and Pharmacology courses. These students will complete 570 hours of clinical over the course of their two year program. The final course of the program includes a patient care management clinical experience where students are assigned to a preceptor and work shifts with the preceptor learning to manage a team of patient. Students must demonstrate competency in the clinical environment to successfully complete the didactic portion of these courses. Improvement Strategy: Continue to develop simulation scenarios to expose students to more complex nursing practice situations. Continue to offer a variety of clinical opportunities to expand the students exposure to a variety of nursing care environments. Continue to use student evaluations of the clinical experiences, postgraduation surveys, and advisory board discussions to evaluate learning experience needs. 4) Use of Technology Pg. 3 of 9 Perkins Legislation: Develop, improve, or expand the use of technology in career and technical education. Section 135 (b)(4) Current Actions (including source (Local or Federal) and use of funds): When developing the new simulation environment, every attempt was made to provide the latest technology that students as nurses would be exposed to in the practice environment. As previously mention, these purchases included: 18 single-sided bedside computer units totaling $30,038, 22 electronic monitors to be located over the hospital beds totaling $19, ,

5 and a bariatric lift unit at $11, Two additional computers were purchased for the nursing lab in Ottawa at $ A projector for the nursing computer lab was purchased at $1,100. Improvement Strategy:Explore the acquisition of an electronic health record for use in the simulation/lab environment. Include provision of expanded audio-visual capabilities for the simulation environment in future budgets. This would include more advanced audio capabilities between simulation rooms and control rooms, installation of cameras in the simulation rooms to give instructors in the control room the ability to evaluate student actions, and recording equipment to allow for self-evaluation and debriefing of simulation experiences. 5) Professional Development Perkins Legislation: Provide professional development programs that are consistent with section 122 to secondary and postsecondary to teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs. Section 135 (b)(5) Current Actions (including source (Local or Federal) and use of funds):funds are budgeted for representatives of the nursing administration and faculty to attend the National League for Nursing Education Summit that is held annually in the fall. Perkins funds in the ammount of $2, were used to send the Director of Nursing to the Summit this year. Faculty and staff receive a $750 stipend from the college budget for continuing education purposes. Two nursing faculty were able to attend the Kansas Council of Associate Degree Educators Forum using $100 of Perkins funds. Funds were also used to provide ACLS and CPR certification for 4 nursing instructors at $ total. Improvement Strategy: Two full time instructors and the Director of Nursing have submitted early registration for the fall 2012 conference. Continue to express the importance of attendance at this continuing education event and attempt to encourage attendance in such a way that everyone on the faculty get to attend at some point. Encourage the use of professional development funds to improve teaching strategies. 6) Program Evaluation Perkins Legislation: Develop and implement evaluations of career and technical education programs carried out under this title, including an assessment of how the needs of special populations are being met. Section 135 (b)(6) Current Actions (including source (Local or Federal) and use of funds): Nursing faculty comply with the college wide course assessment plan. The Director of the Nursing program presented the Nursing Program Review in compliance with college policy in April and the plan was accepted by the Program Review committee. The nursing department implements student and employer surveys at 6 months, 1, 2 and 5 years post-graduation. These surveys were revised to more specifically reflect review of the nursing program outcomes. Additionally, students are given opportunities to evaluate the course, instructors, and clinical experiences with each course. Nursing administrators and faculty have developed a program evaluation plan as part of meeting the accrediation requirements for the program. Components of this evaluative process are implemented at each department faculty meeting.

6 Improvement Strategy: Evaluate data being used on outcomes assessment evaluation to determine if the data is giving the faculty an accurate assessment. Consider how data accumulated from the outcome assessments will be used to improve the program. Continue to develop strategies to improve response to post-graduation surveys. Develop an evaluative process for nursing clinical adjunct instructors that is more relevent to clinical instruction. 7) Initiate, Improve, Expand and Modernize CTE Pg. 4 of 9 Perkins Legislation: Initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology. Section 135 (b)(7) Current Actions (including source (Local or Federal) and use of funds):nursing administration and faculty participate in many continuing education opportunities for the purposes of strenthening the nursing program. The Director of Nursing participates in a wide variety of professional organizations in order to keep current on nursing education and practice issues. Theses organizations include Kansas State Board of Nursing meetings, Kansas Organization of Nurse Leaders, Kansas Council of Practical Nurse Educators, Kansas Council of Associate Degree Nurse Educators, American Nurses Association, National League for Nursing and Sigma Theta Tau International. The program is accredited by the National League for Nursing Accrediting Commission, which requires high standards and continuous evaluation of the program. Improvement Strategy: Continue to encourage faculty to participate in quality nursing continuing education offerings when scheduled. Continue representation of the Director at professional organization meetings. Maintain accreditation of program. 8) Sufficient Size, Scope & Quality Perkins Legislation: Provide services and activities that are of sufficient size, scope, and quality to be effective. Section 135 (b)(8) Current Actions (including source (Local or Federal) and use of funds): Ongoing evaluation of the program is conducive to initiating change when needed to maintain a quality program. Clinical practice represents 55% of the total program hours, allowing students application from the classroom into the health care environment. Student admission numbers are controlled by the Kansas State Board of Nursing. The integration of simulation into the nursing program is providing students with complex patient situations that might be limited in the clinical environment.

7 Improvement Strategy: Continue with current program evaluative process and implement change when needed. Build simulation program. Continue to offer quality clinical experiences. 9) Special Populations (specifically, gender non-traditional students) Perkins Legislation: Provide activities to prepare *special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to self-sufficiency.section 135(b)(9) *Individuals with disabilities, economically disadvantaged families, gender nontraditional training, single parents, displaced homemakers, limited English proficiency. Current Actions (including source (Local or Federal) and use of funds): The college has developed "Are you man enough to be a nurse?"campaign, running TV commercials. When evaluating textbooks, nursing faculty take care to ensure that textbooks do not reflect a gender bias. A full time retention/recruiting specialist for all CTE programs was hired at $12,081.. Improvement Strategy:Consider continued advertisement aimed at special populations. Continue to evaluate the nursing program to ensure there is not gender bias. 10) Program Advisory Committees Pg. 5 of 9 Perkins Legislation: To involve parents, businesses, and labor organization as appropriate, in the design implementation, and evaluation of CTE programs. Section 135(c)(1) Current Actions (including source (Local or Federal) and use of funds): The nursing department has an advisory board made up of representatives of each clinical facility used in the program. Advisory board meetings are held twice a year, in the fall in Ottawa and in the spring on the Chanute campus. Improvement Strategy: Attempt to improve attendance at advisory board meetings by issuing reminders in addition to the current mailed invitation. Express the value of board members participation in these meetings. Continue schedule the meeting in a way that allows offering a meal as a way of thanking the participants.

8 To the best of my knowledge, the evaluations and improvement strategies contained in this Carl Perkins Program Self- Evaluation accurately depict this Career and Technical Education program. This self-evaluation was thoroughly discussed with the institution s administration. Signature of Lead Instructor(s): Signature of Administrator: Date Discussed: Pg. 6 of 9 Resource Guide Required Perkins Program Improvement Elements: (See Handbook for Carl D. Perkins Grants at: for further details on the required elements (section III (d) Program Improvement Funds Manditory Activities) 1) Strengthen Academic & Technical Skills Perkins Legislation: Strengthen the academic and career and technical skills of student participating in career and technical education programs, by strengthening the academic and technical education components of such programs through the integration of academics with career and technical education programs through a coherent sequence of courses, such as career and technical programs of study described in section 122 (c) (1)(A); Section 135(b)(1) 2) Link Secondary/Postsecondary CTE Perkins Legislation: Link career and technical education at the secondary level and career and technical education at the postsecondary level, including by offering the relevant elements of not less than 1 career and technical education program of study described in section 122(c) (1)(4); Section 135 (b)(2) 3) All Aspects of an Industry

9 Perkins Legislation: Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. Section 135 (b)(3) 4) Use of Technology Perkins Legislation: Develop, improve, or expand the use of technology in career and technical education. Section 135 (b)(4) 5)Professional Development Perkins Legislation: Provide professional development programs that are consistent with section 122 to secondary and postsecondary to teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs. Section 135 (b)(5) 6) Program Evaluation Perkins Legislation: Develop and implement evaluations of career and technical education programs carried out under this title, including an assessment of how the needs of special populations are being met. Section 135 (b)(6) 7) Initiate, Improve, Expand and Modernize CTE Perkins Legislation: Initiate, improve, expand, and modernize quality career and technical education programs, including relevant technology. Section 135 (b)(7) 8) Sufficient Size, Scope & Quality Perkins Legislation: Provide services and activities that are of sufficient size, scope, and quality to be effective. Section 135 (b)(8) 9) Special Populations Perkins Legislation: Provide activities to prepare *special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage, or high demand occupations that will lead to selfsufficiency. Section 135(b)(9) Perkins Act of Section 122. State Plan (see the Perkins Act of 2006 The Official Guide for full text of the legislation): (c) Plan Contents. The State plan shall include information that 1) describes the career and technical education activities to be assisted that are designed to meet or exceed the State adjusted levels of performance, including a description of (A) the career and technical programs of study, which may be adopted by local educational agencies and postsecondary institutions to be offered as an option to students (and their parents as appropriate) when planning for and completing future coursework, for career and technical content areas that i) incorporate secondary education and postsecondary education elements; ii) include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; iii) may include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and iv) lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree; 4) describes efforts to facilitate the transition of subbaccalaureate career and technical education students into baccalaureate degree programs at institutions of higher education; Pg. 7 of 9 Perkins Act of Section 135. Local Use of Funds (see the Perkins Act of 2006 The Official Guide for full text of the legislation): (b) Requirements for Uses of Funds. Funds made available to eligible receipients under this part shall be used to support career and technical education programs that (1) strength the academic and career and technical skills of students participating in career and technical education programs, by strengthening the academic and career and technical education components of such programs through the integration of academics with career and technical education programs through a coherent sequence of courses, such as career and technical programs of study described in section 122 (c) (1) (A), to ensure learning in (A) the core academic subjects (as defined in section 9101 of the Elementary and Secondary Education Act of 1965); and (B) career and technical education subjects; (2) link career and technical education at the secondary level and career and technical education at the postsecondary level, including by offering the relevant elements of not less than one career and technical program of study described in section 122 (c) (1) (A); (3) provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences;

10 (4) develop, improve, or expand the use of technology in career and technical education, which may include (A) training of career and technical education teachers, faculty and administrators to use technology, which may include distance learning; (B) providing career and technical education students with the academic and career and technical skills (including the mathematics and science knowledge that provides a strong basis for such skills) that lead to entry into the technology fields; or (C) encouraging schools to collaborate with technology industries to offer voluntary internships and mentoring programs, including programs that improve the mathematics and science knowledge of students; (5) provide professional development programs that are consistent with section 122 to secondary and postsecondary teachers, faculty, administrators, and career guidance and academic counselors who are involved in integrated career and technical education programs, including (A) in-service and preservice training on (i) effective integration and use of challenging academic and career and technical education provided jointly with academic teachers to the extent practicable; (ii) effective teaching skills based on research that includes promising practices; (iii) effective practices to improve parental and community involvement; and (iv) effective use of scientifically based research and data to improve instruction; (B) support of education programs for teachers of career and technical education in public schools and other public school personnel who are involved in the direct delivery of educational services to career and technical education students, to ensure that such teachers and personnel stay current with all aspects of an industry; (C) internship programs that provide relevant business experience; and (D) programs designed to train teachers specifically in the effective use and application of technology to improve instruction; (6) develop and implement evaluations of the career and technical education programs carried out with funds under this title, including an assessment of how the needs of special populations are being met; (7) initiate, improve, expand and modernize quality career and technical education programs, including relevant technology; (8) provide services and activities that are of sufficient size, scope and quality to be effective; and (9) provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career and technical education programs, for high skill, high wage or high demand occupations that will lead to self-sufficiency. Postsecondary Core Indicators of Performance Pg. 8 of 9 1P1 - Technical Skill Attainment Student attainment of challenging career and technical skill proficiencies, including student achievement on technical assessments, that are aligned with industry-recognized standards, if available and appropriate. Measures any student identified as a concentrator who attempted a technical skill assessment test. Numerator = number of CTE concentrators who passed technical skill assessments that are aligned with industryrecognized standards, if available and appropriate, during the reporting year Denominator = number of CTE concentrators who attempted technical skills assessments during the reporting year Note: A list of Technical Skill Assessment Tools can be found on the KSPSD web site. 2P1 - Credential, Certificate, or Degree Student attainment of an industry-recognized credential, a certificate, or a degree. Measures concentrators who earned an award and are NO LONGER enrolled in postsecondary education. Numerator = number of CTE concentrators who receive an industry-recognized credential, a certificate, or a degree during the reporting year Denominator = number of CTE concentrators who left post-secondary education during the reporting year

11 3P1 - Student Retention and Transfer Student retention in postsecondary education or transfer to a baccalaureate degree program. Measures concentrators who were enrolled during the reporting year and remained in postsecondary education the following fall. All students who earned an award or an industry recognized credential are REMOVED from the analysis. Numerator = number of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4- year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year Denominator = number of CTE concentrators who were enrolled in postsecondary education in the fall of the previous reporting year and who did not earn an industry-recognized credential, a certificate, or a degree in the previous reporting year 4P1 - Student Placement (Follow-up) Student placement in military service or apprenticeship programs or placement or retention in employment, including placement in high skill, high wage, or high demand occupations or professions. Measures placement of all concentrators who are no longer enrolled in postsecondary education. Only students who have completed, earned an industry recognized credential or have dropped out of postsecondary education are included in the analysis. Numerator = number of CTE concentrators who were placed or retained in employment or placed in military service o apprenticeship programs in the 2 nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2010 would be assessed between October 1, 2010 and December 31, 2010) Denominator = number of CTE concentrators who left postsecondary education during the reporting year 5P1 - Nontraditional Participation -- Student participation in career and technical education programs that lead to employment in nontraditional fields. [Sec 113(b)(2)(B)]. Measures all participants and concentrators enrolled in gender underrepresented programs. Numerator = number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year Denominator = number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year 5P2 - Nontraditional Completion Student completion of career and technical education programs that lead to employment in nontraditional fields. [Sec 113(b)(2)(B)]. Measures all nontraditional concentrators who earned an award in a gender underrepresented program. Numerator = number of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year Denominator = number of CTE concentrators who completed a program that leads to employment in nontraditional fields during the reporting year Note: A list of gender nontraditional occupations can be found on the KSPSD website. Pg. 9 of 9